ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study examined teaching practices in super skills among public junior high school teachers, focusing on creativity, critical thinking, communication, and collaboration as essential competencies aligned with 21st-century education. It also examined whether demographic profile variables, such as age, sex, educational attainment, teaching experience, training, and attitude toward teaching, were significantly related to these super skills. Using a survey checklist of a descriptive research design for 70 junior high school MAPEH teacher-respondents from the 23 Urdaneta City Division secondary schools. Based on the findings, it is concluded that while MAPEH teachers exhibit strong teaching super skills, there is still a need to further strengthen critical thinking, communication, and collaboration, particularly in reflective practice, feedback provision, conflict management, and student-centered interaction. Moreover, there is no significant relationship between the teaching practices and super skills across their profile variables. Furthermore, it is recommended that teachers continuously enhance these competencies through reflective and inquiry-based practices. School administrators should provide consistent and relevant training programs, mentoring, and instructional support systems. Moreover, policymakers are encouraged to design more practical, needs-based professional development programs. Keywords: Teaching super skills, MAPEH teachers, public junior high school, creativity, critical thinking, communication, collaboration, professional development, 21st-century super skills